This study examined the impact of an 8-week group music game intervention on cooperative behavior in 5- to 6-year-old children. A 2 × 3 mixed experimental design was employed, with 60 children randomly assigned to either an experimental group (n = 30) or a control group (n = 30). The intervention consisted of movement-synchronized rhythm games during the first 4 weeks, followed by instrumental ensemble games in the final 4 weeks. Cooperative behavior was assessed using the Truck Racing Task before, during, and after the intervention. Repeated-measures ANOVA revealed that: (1) the rhythm game phase significantly improved cooperative behavior; (2) the instrumental ensemble phase produced further additive gains; and (3) intervention effects remained stable after a one-week follow-up, indicating short-term sustainability. These findings demonstrate for the first time that structured group music games can effectively enhance cooperative behavior in naturalistic classroom settings, offering empirical support for the use of music-based interventions in early social development.
Yang et al. (Thu,) studied this question.